Formação docente no contexto pandêmico: o estágio supervisionado em Letras – Língua Portuguesa no sertão alagoano

Abstract

This research aims to understand aspects related to the adaptation and the experiences of Non Presential Supervised Curricular Internship experienced by students of the Language/Portuguese Language course of the Federal University of Alagoas (UFAL) - Campus do Sertão throughout the Emergency Remote Learning (ERE) in the context of teacher education. To make this discussion, the paper presents foundations that discuss the Internship as a formative stage of teachers, especially the initial training, based on authors such as Onofre (2017), Pimenta and Lima (2006), Ismael and Bastos (2021), Gil (2008, 1999), Moran (2021) and Severo (2016). A history of the offer and the regulations of the Supervised Curricular Internship component in the mentioned undergraduate course is outlined, such as the Law No. 11.788, of September 25, 2008; the Law of Directives and Bases of National Education No. 9.394/96; resolution No. 95/2019 of CONSUNI/UFAL, among others. The methodological procedures that support this research, such as the socioeconomic and educational contextualization of the Northeastern Sertão and the description of the field research contribute to portray this context in pandemic times in the biennium 2020-2021. The corpus of the research consisted of answers obtained through an online questionnaire prepared on the Google Forms platform, entitled Evaluation Questionnaire on Non-Presential Supervised Internships (DANTAS GOMES; SANTOS, 2022), directed to undergraduates of the degree course in Letters/Portuguese Language at UFAL/Campus do Sertão who had attended at least one subject of the Supervised Curricular Internship in a non-presential format. The description of the data and the analysis of the content and discourse of the respondents contribute to understanding the institution in general and the course and its students. Through this study, we can see that the ERE and ESC Non-presential provided significant experiences in teaching practice, making students and teachers adapt to virtual learning environments as a tool to support teaching workand student-student and student-teacher interaction.